The purpose of this quantitative study was to determine if there was a significant relationship between school-wide academic outcomes and the instructional modalities utilized by public schools during the 2019-2022 school years. This study also determined if there was a significant difference in assessment scores earned by public school students in Tennessee before and after the shift from in-person schooling caused by the COVID-19 Pandemic. The researcher used a chi-squared test for independence to determine if there was a significant relationship between the modality of instruction used within a school during the 2020-2021 and 2021-2022 school years and the school-wide academic outcomes from the American College Test (ACT) and the Tennessee Comprehensive Assessment Program Test (TCAP). Furthermore, the researcher used a two-tailed t-test for paired samples to determine if there was a significant difference in school-wide ACT composite scores, school-level TCAP one-year success rates, and TVAAS growth rates by comparing data across the 2018-2019, 2020-2021, and 2021-2022 school years. The findings within this study showed mixed results relative to school-wide academic outcomes before, during, and after the pivot from in-person instruction caused by the COVID-19 Pandemic. Findings showed that school-wide academic success rates were significantly higher prior to the shift from in-person instruction caused by the COVID-19 Pandemic; however, school-wide TVAAS growth rates did not change significantly. Furthermore, this study showed that there was a statistically significant relationship between instructional modality and student academic outcomes, but findings suggested that the relationship was weakly associated. Therefore, instructional modality may not have been a key determiner of student performance and practitioners should focus on providing quality instruction regardless of instructional modality.